Connectivism. Implications for andragogical activities during
professional gatherings
Konektywizm. Implikacje dla działań andragogicznych w trakcie wydarzeń branżowych
DOI 10.25951/4157
Introduction
The necessity of continuous acquiring professional knowledge has be-come of vital importance due to the development of information society and knowledge-based economy. Professionals are to be provided with the up-to date information and one way of acquiring desired profession-al knowledge is participation in professionprofession-al gatherings such as trade fairs and congresses. Professional gatherings can be viewed as temporary nodal networks, or more generally, as a specific activity or organization-al context for not only for interaction, but organization-also for learning, as “these short-lived hotspots of intense knowledge exchange, network building and idea generation can thus be seen as temporary clusters” (Maskell, Bathelt, Malmberg 2005, n. pag.).
The emergence of new technologies changes the way we receive and gather information, collaborate with others, communicate and last but not least: how we learn. Also the offer for adult learners taking part in professional gatherings is bound to be changed. Connectivism has been acknowledged as potentially the most relevant learning theory for digi-tal age, because of its emphasis on thinking about information in a net-worked society (McBride 2012), therefore the proposed solution is to follow the connectivism principles (autonomy, interactivity, diversity, openness).
The paper is structured as follows: in section 1 the theory of con-nectivism is examined. Section 2 is devoted to the idea of lifelong learn-ing, with special attention draw to adult learning. In section 3 the andra-gogical processual learning model is presented. In section 4 the process
Studia Pedagogiczne. Problemy społeczne, edukacyjne i artystyczne 2020, t.
of nodal network is creation is provided, together with a brief description of professional gatherings. Section 5, by way of conclusions, concentrates on improvement of the andragogical activities during hybrid and online profes-sional gatherings.
Connectivism and its Principles: Autonomy, Connectedness, Diversity and Openness
Connectivism is discussed in relation to behaviourism, cognitivism, and con-structivism (Siemens 2004; Anderson, Dron 2011), although Siemens argues that none of the above mentioned learning theories cannot explain theoretical-ly learning that resides in technology-driven networks of information or learn-ing that happens within social and business organizations (2004).
The theory of connectivism created by Siemens proposed a completely new approach to learning in a digital age (Downes 2005; Siemens 2004), although it hasn’t been universally accepted yet (Verhagen 2006; Kop, Hill 2008; Bell 2009). Connectivism as a theory was created for e-learning environments, therefore special emphasis is placed on collaboration between learners as a way of improving learning outcomes and motivating greater engagement with learning (Johnson, Johnson 1994). Collaborative learning with technology embraces the use of digital, mobile, and networked devices within a group of learners and collaborative technologies are considered as kind of online col-laborative environments that provide features for colcol-laborative problem solv-ing (Scardamalia, Bereiter 2006). The emphasis is put on learnsolv-ing through collaboration with other learners via social interaction mediated by advanced technological tools that support this networked structure (Stahl, Koschmann, Suthers 2006).
Connectivism is a theoretical framework which views learning as a network phenomenon influenced by emerged technologies and inherent tension of so-cialization (Siemens 2006).
Knowledge can be stored in a variety of digital resources and learning can be developed through tools used for user-generated content, sharing, peer cri-tiquing, aggregation, and personalization among learners. Knowledge is, what grows and enhances while individuals and societies enhance through and in networks (Downes 2012), therefore learners should develop capacity to iden-tify, navigate, and evaluate information from their learning networks. An
ad-ditional parameter is so called the knowwhere (the understanding of where to find needed knowledge).
According to connectivism knowledge is to be considered as a relationship that exists within complex networks (Downes 2007). Networks are connec-tions among various entities such as experts, databases, blogs, colleagues, and websites – and socially oriented software stimulate the learning process and enable learner to collaborate (Churches 2008).
In connectivism, learning is considered as the ability to construct and tra-verse connections (Downes 2007). It is the process that is built on conver-sation and interaction within one’s personal network and that has developed from being a transfer of content and knowledge to the production of content and knowledge (Downes 2012). The use of collaborative and social tools to enhance connections, such as YouTube, Twitter, blogs, management systems, and podcasts in order to deliver online instruction provides learners with the opportunity to learn autonomously, but also allow them to share new knowl-edge with peers (Mallon 2012).
The learning process is cyclical, learners connect to a network to find and share new information, modify their beliefs in terms of their new learning then reconnect to share their new understandings and find further information. Through this process, learners become active contributors to their networks as they use tools to share their own research and knowledge (Transue 2013). Downes defined autonomy, interactivity (connectedness), diversity and openness as the key components of learning in networks (Table 1).
Table 1. The Principles of Connectivism
Principle Description Condition
1 2 3
Autonomy
„The system of education and educational resources should be structured so as to maximize autonomy. Wherever possible, learners should be guided, and able to guide themselves, according to their own goals, purposes, objectives or values.
It is a recognition that, insofar as a person shares values with other members of a community, and associates with those members, it is a sharing freely undertaken, of their own volition, based on the evidence, reason and beliefs they find appropriate” (Downes 2010).
„Each person must be free to pursue his or her own good in his or her own way” (Downes 2007).
1 2 3
Connectedness / Interactivity
„The system of education and educational resources should be structured so as to maximize interactivity. This is a recognition both that learning results from a process of immersion in a community or society, and second that the knowledge of that community or society, even that resulting from individual insight, is a product of the cumulative interactions of the society as a whole. Just as a language represents the collective wisdom of a society, so also an insight represented in that language is based on that collective insight” (Downes 2010).
„Ideas and expressions are communicated from one to the next, originating from many different sources, rather than from one to all, diffusing from a single source” (Downes 2007).
Diversity
„The system of education and educational resources should be structured so as to maximize autonomy. The intent and design of such a system should not be to in some way make everybody the same, but rather to foster creativity and diversity among its members, so that each person in a society instantiates, and represents, a unique perspective, based on personal experience and insight, constituting a valuable contribution to the whole” (Downes 2010).
„The widest possible range of beliefs and opinions ought to be sought and encouraged” (Downes 2007). Openness
„The system of education and educational resources should be structured so as to maximize openness. People should be able to freely enter and leave the system, and there ought to be a free flow of ideas and artifacts within the system. This is not to preclude the possibility of privacy, not to preclude the possibility that groups may wish to set themselves apart from the whole; openness works both ways, and one ought to be able to opt out as well as in. But it is rather to say that the structure of the system does not impede openness, and that people are not by some barrier shut out from the system as a whole” (Downes 2010).
„Each person ought to have the ability to contribute in his or her own way, and to be able to receive the contributions of the others” (Downes 2007).
Source: Downes 2007; Downes 2010.
The four principles, according to Downes, constitute a concrete guide to action and enable a mechanism for deciding not only what to offer, but also how to improve an offer.
Lifelong Learning (LLL) and Adult Learning
LLL is defined as „all learning activity undertaken throughout life, with the aim of improving knowledge, skills and competences within a personal, civic, so-cial and/or employment-related perspective” (Commission of the European Communities 2001). When considering LLL, cognitivism and constructivism are theories of particular relevance. Cognitivism speaks of learning as making sense of the relationship between what is old and what is new (Gestalt theory), whereas constructivism underlines that „knowledge is not passively received
from the world or from authoritative sources but constructed by individuals or groups making sense of their experiential worlds” (Yilmaz 2008).
In XIX century, the term andragogy1 was proposed as to underline the need
of special approach towards adult learning as based upon comprehension, or-ganization and synthesis of knowledge. Taking into consideration Knowles, Holton and Swanson assumptions on adult motivations, the andragogical ac-tivities require different approach (Figure 1), i.e.:
1. Adults need to know the reason for learning something. 2. Adults need to be involved in planning and evaluation. 3. Experience provides the basis for learning activities.
4. Adults are most interested in learning subjects having immediate rele-vance.
5. Adult learning is problem-centered.
6. Adults respond better to internal motivators.
Critiques of the notion of andragogy (as opposite to pedagogy) point out the effort to offer a „framework for thinking about what and how adults learn”.
Cross (1981, p. 248) and that it is not clear whether this is a theory or set of assumptions about learning, or a theory or model of teaching and that the as-sumptions are prescriptive statements about what the adult learner should be (Hartree 1984). However, it is worth citing Kidd: „adult learning is not
a differ-ent kind or order from child learning. Indeed our main point is that man must be seen as a whole, in his lifelong development. Principles of learning will apply, in ways that we shall suggest to all stages in life. The reason why we specify adults throughout is obvious. This is the field that has been neglected, not that of childhood” (1978, p. 17).
1 Term andragogy (Greek: „man-leading”) is used to distinguish from pedagogy (Greek: „child-leading”).
Figure 1. Andragogy in Practice
Source: Knowles, Holton, Swanson 2005, p. 149.
The andragogical processual learning model
LLL is based on „continuous renewal and improvement of knowledge and
qualifications” (Aleksander 2003, p. 985), therefore the andragogical processu-al learning model needs is of great relevance.
Knowles claims that pedagogy is a content model and andragogy is a pro-cess model and proposes the andragogical proa pro-cessual learning model with a set of procedures engaging learners in a process prepared on the basis of the following elements: preparing the student, creating an atmosphere conducive to learning, launching mechanisms enabling joint planning, diagnosing edu-cational needs, formulating goals that meet these needs, designing a model of educational experiences, managing this experience with the help of appropri-ate techniques and measures, assessing learning outcomes and re-diagnosing educational needs. The andragogical model is definitely different from the pedagogical model, as it focuses on procedures and resources supporting the knowledge and skills acquisition.
In the andragogical processual model, following rules are obligatory:
• Target group orientation – organizing the didactic process according to
expecta-tions and possibilities of specific groups of participants;
• Participant orientation – individualization of the process of instruction,
becom-ing familiar with needs and experiences of an individual;
• Work on interpretation patterns – exchanging opinions referring to the ways of
perceiving the world, reinforcement of interpretation patterns;
• Adjusting the language of instruction to the recipients – adjusting the language to
the cognitive possibilities of a learner;
• Joint perspective of a teacher and a learner – striving to reach an agreement
through showing respect of individual differences and indicating similarities; • Learning aims orientation – possibility of establishment of the instructional
aims;
• Confronting with curriculum content – appropriate choice and analysis of
curric-ulum content;
• Selfeducation – reflective learning;
• Integration of general and professional education – integration of various fields of
knowledge and life;
• Influence of emotions on the teachinglearning process – teaching-learning culture
causing positive reactions;
• Actionorientation – combining theory with practice, using experiences;
• Aestheticisation – aesthetic sensations causing psychological comfort (images,
music, classroom interior, teacher appearance); • Time economics – good planning of time budget;
• Mistake probability – creating conditions facilitating the process of learning,
arousing reflections, differentiating methods of teaching;
• Using humour – using humour during classes to intensify the effects of teaching
Figure 2. Adult Learners Controlling Their Learning Planning Process
Source: Knowles, Holton, Swanson 2005, p. 175.
Figure 2 shows the four phases of the adult learning planning process (needcreateimplementevaluate), i.e.:
1. determine what is needed so as to achieve goals,
2. create a strategy and resources to achieve the learning goal(s),
3. implement the learning strategy and the use of the learning resources, 4. assess the attainment of the learning goal and the process of reaching it
(p. 175).
Discussing the model, attention is draw to the cases where there is tension between the individual’s need and the performance oriented organization’s need.
In such cases, where adult learning principles cannot be wholly implemented it is vital to ensure the optimum balance. (Knowles, Holton, Swanson 2005, p. 172).
The process of nodal network creation
During adulthood „knowledge results from the combination of grasping
expe-rience and transforming it” (Kolb 1984, p. 41). In case of professionals and the professionals gatherings, the importance of learning community cannot be overestimated.
According to connectivism, knowledge is actuated by learners connecting to and participating in a learning community defined as the clustering of similar areas of interest that allows for interaction, sharing, dialoguing and thinking together (Siemens 2006). Connectivism has shifted the importance from the notion that learning occurs solely within a person, to connections between so called nodes (sources of information).
Professional gatherings possess many of the characteristics ascribed to clus-ters and from the considered analytical perspective, trade fairs and congresses can also be viewed as temporary nodal networks or, more generally, as a specific activity or organizational context for not only for interaction, but also for learn-ing (Maskell, Bathelt, Malmberg 2005).
ICT development has always had a significant impact on changes related to knowledge sharing activities, including the coexistence and evolution of spe-cific forms related to the dissemination of knowledge. Traditional channels of communication, enriched with new services (Internet services, digital signage, applications on smartphones), bring a new quality2 in the relationship between
business and customers. Over the years, gestors of the trade fair and congress centers, improved the infrastructure and expanded the offer of andragogical activities (organization of professional conferences/congresses, matchmaking
2 Poznan Trade Fairs analyze the development of technologies and their impact on
cus-tomer contact. The recent R&D Project SWEP concerns creating innovative solutions
for multi-stream mass marketing communications aims to create a platform that will allow for the implementation of multi-stream, mass communication campaigns of with the common view and content. By integrating all communication streams, the platform will gather in an automated feedback from all channels which will allow to carry out the analysis and measurement of the effectiveness of the campaign and the examination of trends. As the results of the project new tools will be provided for marketing campaigns on a global scale (MTP).
meetings, co-organization of competitions, brokerage in advertising/publishing services). Nowadays, it is common to use the Internet to communicate with the participants before, during and after professional gathering therefore the hybrid and solely on-line character of the professional gatherings are to be considered.
The perception of contemporary trade fairs as fairs of scientific and technical thought, market hybrids, or communication arenas is a consequence arising from shift to events dedicated solely to professionals. Contemporary trade fairs and congresses are an example of the complexity of the modern educational envi-ronment: a system that includes infrastructure and tools for andragogical activ-ities, educators/facilitators and adult learners.
The role of the professional gatherings organizers is to provide adequate learning environment for adults. This requires taking into consideration not only phases of the andragogical learning planning process, but also the princi-ples of connectivism – because of the hybrid and on-line character of contem-porary professional gatherings.
Conclusions. Implications for hybrid and on-line professional gatherings
Pursuit of knowledge for professional reasons leads adults to participate reg-ularly in trade fairs, exhibitions, conventions, congresses, and conferences. Although considered as a „traditional form”, trade fairs and congresses adapt
technological novelties – and go „on-line”.
Hybrid and on-line character of professional gatherings prevail changes in the offer and the services of organizers, who are to consider changes concerning the following quality areas3, arising from the possibilities due to the ICT, i.e.:
• communication type during professional gathering (mass media commu nication, using all available channels; personalized message tailored to the needs and capabilities of participants);
• added value creation for participants attending professional gathering (community participation; infotainment/edutainment; time economics, Cre ative Commons license);
• verification of achievements by the participant (tools for selecting individ ual indicators by the participant and ongoing verification of achievements; tools to inform a participant about the completion of a given stage or a partic ipant’s achievements against the background of all participants);
• feedback type for the professional gathering organizer (a mechanism for assessing achieved financial and nonfinancial indicators and the possibility of comparison to previous editions of the service; a mechanism for assessing the implementation of planned goals and identifying areas for improvement in subsequent service editions; a mechanism for assessing the communication / educational /socialization impact of the service on the industry).
The creation of an adequate learning environment for participants especial-ly when planning andragogical activities, require taking into account the find-ings of andragogy and connectivism. In case of choice of communication type and added value creation, in order to strengthen and to expand the advantages perceived by adult learner it is worthwhile to consider the principles of connec-tivism (Table 2).
Table 2. Use of the principles of connectivism for evaluation of communication type and added value
Quality areas of professional gatherings Selected atributes Principles of connectivism Aut onom y In te ra ct iv ity Div er sit y O pe ne ss Communication type
Mass media communication, using all available channels × × Personalized message tailored to the needs and
capabilities of participants × × × ×
Added value for participants
Participation in an industry community × × × Elements of infotainment / edutainment (education /
information using entertainment) × ×
Time economics ×
Creative Commons license × × ×
Source: own.
It is also worth remembering, that the best educational practices are the ones that directly refer to the participants’ needs (perceived as significant) as well as the ones that respect maximum control from a participant (Aleksander 2003; Turos 2010). Taking into account the above, research could concentrate on the use of connectivism principles by professional gatherings organizers while planning andragogical activities (communication type, added value for participants) as well as the way of adjusting other quality areas of the services
provided on-line (with special attention devoted to achievements verification and feedback from andragogical activities).
In 2020, due to the COVID-19 pandemic, a serious crisis affected the MCE4
Industry. The other noticed challenge concerning educational activities is ac-celeration in adapting ICT solutions. In Western motivational speaking the Chinese word for “crisis” is invoked as being composed of two Chinese charac-ters signifying danger and opportunity respectively. Therefore, maybe now it is a chance and opportunity to think over and revise the areas of quality of on-line andragogical activities during professional gatherings as counteraction to MCE Industry crisis.
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The article provides a literature review on connectivism in order to present evidence, that the learning theory which typically has been used for e-learning, can (or even should) be applied to the andragogical activities provided during business gatherings (trade fairs and congresses). Therefore, the idea of connectivism is discussed, the four key principles of connectivism i.e. autonomy, interactivity, diversity and openness are defined. The adequateness of the principles of connectivism and the andragogical model of processual learning for professional gatherings is proved.
The aim is to indicate the areas for further research concerning andragogical activities for hybrid and on-line professional gatherings.
KEYWORDS: connectivism, lifelong learning (LLL), andragogy, professional gatherings
STRESZCZENIE
Artykuł zawiera przegląd literatury dotyczący konektywizmu, uzasadniając, że teoria nauczania odnosząca się do przedsięwzięć edukacyjnych on-line, może (i powinna) zostać zastosowana dla działań andragogicznych podejmowanych przez
organizato-ANNA KANABROCKA – Uniwersytet Jana Kochanowskiego w Kielcach Pedagogika / Pedagogy Przysłano do redakcji / Received: 8.05.2020 Przysłano do redakcji po recenzjach / Received in revised form: 19.05.2020; 29.05.2020 Data akceptacji do publikacji / Accepted: 3.06.2020
rów branżowych wydarzeń targowo-kongresowych. W tym celu zostały omówione założenia konektywizmu wraz z czterema głównymi zasadami: niezależności, inter-aktywności, różnorodności oraz otwartości. Wykazana została adekwatność zastoso-wania andrologicznego modelu nauczania procesowego.
Celem jest wskazanie kierunków dalszych badań dotyczących działań andragogicz-nych w trakcie branżowych wydarzeń organizowaandragogicz-nych w modelu hybrydowym oraz on-line.
SŁOWA KLUCZOWE: konektywizm, lifelong learning (LLL), andragogika, branżo-we wydarzenia targowo-kongresobranżo-we
